Designed By: Jon Anton Reed Spangenberg. Mentors: Mr. Chris Willman Mrs. Cathy Beck.

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1 Palisades High School 35 Church Hill Road Kintnersville, PA Designed By: Jon Anton Reed Spangenberg Mentors: Mr. Chris Willman Mrs. Cathy Beck

2 Palisades High School, being the lone high school of a small school district in northern Bucks County, is rebuilding and developing a curriculum for students interested in architecture. The schools engineering and art departments are co-instructing students on both the physical and artistic sides of architectural design. Synergis Engineering Design Solutions student architecture competition provides a design problem in which the students of Palisades High School have not been previously confronted with. This year, the challenge is around adaptive reuse. A good portion of today s construction is re-construction projects. Students are to take an existing structure and repurpose the building into a children s museum. The available space was defined in the problem with little room for expansion as the commercial property is adjoining existing structures. The architecture team focused their efforts on developing ideas and activities that would encourage and reinforce learning for children Architectual team brainstorms a list of activities they believe children would be entertained and engaged in. Later, they would break down their list into main themes that would later be used for the thematic rooms and activities. 2-The two person team then surveyed engineering classes to determine which thematic room seemed most favorable for the design challenge. The chosen themes were then divided between the team and brainstorming was done for activities corresponding to the themes. 3-Students used quick thumbnail sketches on the whiteboard to make changes to ideas and concepts for their thematic rooms. 4-The team sketched out ideas on paper for more accuracy and detail in their design.

3 Welcome Area/Science Room: The Science Room was one of the top four themes that were chosen to be in the Please Touch Museum. Science is a very broad topic ranging from chemistry to weather. This room has many different activities that are interactive for children ranging from one year and up. In other words this room really has no age limit. The weather simulating room gives anyone of all ages the ability to press buttons to make a room become rainy, sunny, snowy, or cloudy. Additional effects to this simulation room are making noises such as thunder and the effect of lightening. The weather simulator is separated from the rest of the room to give the feel as if it is really rainy or snowing outside. This element was chosen to be able to have children have control of the weather, and see the many factors that happen during these weather changes.

4 Welcome Area/Science Room Continued: In the room there are a number of activities that children can see how wind works with the environment. In one of the stations, children make their own paper airplanes. The have an option of five different planes that range in difficulty. Once the airplane is made, the child can connect it to a clip that is on the outside of a horizontal wind tunnel. Children can see if their plane flies straight or spins in circles. After the use of this station patrons may choose to take them home. This station was chosen so that children can use their creativity to make their own airplane or follow written and pictorial directions. There are three wind tunnels in the center of the room. Each of these vertical tunnels was created with difference shapes to give a different appeal to the children. These wind tunnels were chosen based off of the simplicity.

5 Water/Underwater World: The underwater theme was one of the rooms chosen for this project because the team thought children would enjoy the feeling of being part of an water eco-system. When the class voted, the underwater theme had the most votes. It is simple, original, creative, and interesting. The room was designed to replicate what it would be like if someone was on the deep ocean floor. Located on the first floor, this room was constructed so that kids can interact with the activities in the space. This space provides fish tanks on the outside wall to grab the attention of the people walking by. These people can see the fish while getting a glimpse of what is going on inside. The kids have multiple activities that give them the experience of feeling underwater. There is a large fish tank on the floor, which gives the children the opportunity to look at different kinds of fish. Originally the design of this room was placed in the basement, with a much larger fish tank, but then it was decided that the design should be placed on the first floor, allowing students to look down on the eco-system through the circular wholes in the floor. The colors of the room are different shades of blues and greens to subconsciously allow the patron to feel the cooling and calming affects of water. There are virtual port holes in the walls to aim that kids think they were in a submarine or on the lower deck of a boat. Around the room are pictures of coral reefs to add color and more of the underwater perspective. The coloring and visual design is meant to set a calm atmosphere while still grabbing the attention of the kids. There is also a flowing river activity which allows children the opportunity to create dams from sand, change the flow of the water, and discover the effects of the water flow on buoyant objects.

6 Time Room: We chose the topic of Time because it was very broad and we could have a lot of possibilities with it. At first, the time topic was going to deal with different parts of time, such as the medieval times or the period of when Rome was an empire. But as we collaborated and thought of ideas we decided to not so much of go in time periods but instead to go with the idea of literal time, meaning clocks and the actual art and process of telling time. By having a wall with magnetic gears on it, it helps the kids understand the math and science of gear ratios. On the floor across from the case with clocks we have a projector game that consists of three different games that all have to do with either telling time or making your own clock. The game is projected onto the floor by a projector that is attached to the ceiling of the room. This idea came to us early in the project after seeing this done in popular places such as malls, and toy stores. On the walls we decorated the room to give a feeling of brightness as well as a comfortable place to be in and as well as to learn in. When you first walk into the room you will see two clock hands on the floor that point to opposite sides of the room. This idea is used to help direct traffic to keep away from crowding at one particular spot as well as keeping everything organized in the room and making sure everyone in there has a chance to see each activity. In the front of the building there are two windows that you can see through when you stand outside that slightly reveals the time room. This will help attract adults to come in with their children as well as bringing natural light to help light the building. The time room was a successful effort and was fun to take a boring topic in a kid s perspective and to make it fun and exciting to learn about in our museum.

7 Time Room: In the thinking process for one of the rooms, the thought of dinosaurs lead to the creation of the Dinosaur room. The images on the wall makes it clear that the Dinosaurs are the main topic of the theme for the room and it also allows the children to further expand their imagination to play in a Dinosaur time period. We set up our Dinosaur model close to the outside window so that you can see the display from outside and it will attract people and their children to adventure in to our building. From the outside view from the window you can also see the colorful rock climbing wall which you can see kids climbing and having a good time which will attract more kids to want to come in and play. The Dinosaur room is going to be filled with all of those activities for endless play throughout the room, and it will give a Jurassic Park kind of feel for the kids so they can imagine and play. Finally, there will be plants and little trees to be placed throughout the room and used as dividers to direct the kids and to let them get the feeling that they are walking through a dinosaur jungle. Also the plants will help the kids understand the environment and of Dinosaurs and they can also hide and imagine running from the dinosaurs.

8 Time Room: The rock wall is very colorful to tie into the kids interests. It was considered to make the rock wall one color figuring it would be more realistic to the theme, although having multiple colors really catches the attention of the intended guests in a more sufficient manner. This room was thought of because children always play with dinosaur figures. In the Dinosaur room there is a volcano cave to adventure through. This allows the children an area to use their imagination to hide from dinosaurs, play house, or to just enjoy climbing on. A tree was decided upon so that the kids could climb on it which would set the activity apart from any other climbing activity. The volcano gives the room an area where the kids can use their imaginations to really pretend that they are in an environment that is completely surrounded by dinosaurs.

9 Visitation From Architect: Mr. Ryan Glick, an architect, came in to teach us about his architectural career. He started his architecture career at the University of Buffalo, and graduating in May Glick then continued at Cornell University to receive his masters in architecture, and completed this in January Mr. Glick received multiple honors ranging from his pieces being on displayed or his academics. During his visit, Mr. Glick was able to look at the classes ideas and saw the direction that the class is going and talk to us about his experiences & design competitions. He talked to us about design elements & principles. Engineering side & artistic side of architecture. Architecture is Flat by Ryan Machine of Access by Ryan Glick Den[city] by Ryan

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13 Front Elevation Rendered:

14 Rear Elevation (no natural light):

15 As the design process continued, our group decided that we were going to put ourselves in the children s shoes; therefore we visited the Please Touch Museum in Philadelphia. Our main purpose on going to the museum was to get research about what activities children may or may not like. Originally going into the museum a number of our ideas were electronic, but after visiting the museum our ideas changed. When we got back, we decided that our designs do not have to be so complex or electronic. The simplicity of the activities that were at the museum still sparked the children s minds. Our visit to the museum was successful because we were able to find all the necessary research in our designs and enhance our spaces.

16 Date: Explanation Date: Explanation 2/4 Introduced Competition 2/5 Discuss Concept Ideas 2/6 Chose Top 8 Ideas Assign Room Ideas to Students 2/7 Begin Sketching Concepts 2/11 2/12 2/24 Put Sketched Concepts into Revit Begin Drawing Activities in Inventor 2/14 Structure Drawn in Revit Group Review of Progress with Mentors and Peers 2/22 Group Review of Progress with Mentors and Peers 2/25 All Concepts Due 2/27 Architect Visitation by Mr. Glick Review Previous Submissions 2/28 Review Concepts/Feedback 3/1 Group Review of Progress with Mentors and Peers Lecture by Mr. Willman 3/4 Collected Resources Due 3/5 Floor Plans Finished in Revit 3/8 Group Review of Progress with Mentors and Peers 3/11 Model Objects in Inventor 3/12 Elements of Design lecture by Mrs. Beck 3/13 Field Trip to Please Touch Museum in Philadelphia 3/14 Group Review of Progress with Mentors and Peers 3/18 Model Selection Vote/Common Space Assignments/Job Realignment 3/19 Final Color/Texture Selections 3/20 ADA/Code Compliance Check 3/22 Group Review of Progress with Mentors and Peers 3/25 Transitions Between Spaces 3/26 Landscaping/Signage/Additional Details Group Review of Progress with Mentors and Peers 4/1 All Drawing Finished in Revit 4/2 Portfolio Creation 4/3 Portfolio Creation/Refinement 4/4 Portfolio Creation/Refinement Room Descriptions Due 4/5 Portfolio Refinement Group Review of Progress with Mentors and Peers 4/8 Virtual Walkthrough/Tour 4/9 Paperwork/Submission Reflections Due 4/10 Paperwork/Submission 4/11 Final Portfolio Finished 4/12 Submit Portfolio Group Review of Progress with Mentors and Peers 4/15 Submission Due

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